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Self-Efficacy for Self-Regulated Learning Across Different Stages of the COVID-19 Pandemic: A Three-Wave Study with
Mirella Dragone1, Lucia Di Martino2,3, Grazia De Angelis4
1Faculty of Law, Giustino Fortunato University, Via Raffaele Delcogliano 12, 82100 Benevento, Italy.
Abstract:
The COVID-19 pandemic caused sudden changes in school routines, creating conditions that may have been relevant to students' self-efficacy for self-regulated learning (SESRL). This research investigated high-school students' SESRL during the initial lockdown (Study 1) and across three pandemic stages (Study 2). Using a cross-sectional retrospective design, Study 1 (N = 802, 32.5% males; Mage [Time1 (T1)] = 16.40, SD = 1.52) revealed a significant difference between retrospectively reported SESRL for the pre-pandemic period and SESRL perceived during the first lockdown. Also, higher perceived teacher support and effortful control were associated with higher SESRL during the lockdown. Latent Growth Curve Analyses in Study 2 [N (T1) = 455, 31.9% males; Mage (T1) = 15.37, SD = 1.10; 71% attrition rate] showed a declining trend for perceived SESRL over time, regardless of gender and school grade, whereas COVID-19-related life disruption showed a significant time-varying effect. Specifically, higher levels of COVID-19-related life disruption were associated with lower SESRL at each time point. These findings highlight the potential value of monitoring students' SESRL and exploring educational initiatives that support self-regulatory skills and positive teacher-student relationships, particularly during periods of widespread educational disruption. However, the longitudinal findings should be interpreted cautiously given the substantial attrition across waves.
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